CONTRIBUTION TOWARDS A BETTER TCM TEACHING/LEARNING DIALECTICAL THINKING APPLIED TO “CLINICAL PRACTICE OF TRADITIONAL CHINESE MEDICINE”
DOI:
https://doi.org/10.25746/ruiips.v4.i3.14472Keywords:
Traditional Chinese Medicine, dialectical thinking, dialectical schemata, Medicina Tradicional Chinesa, pensamento dialéctico, esquemas dialécticos de pensamentoAbstract
Resumo
Este estudo visa contribuir para melhorar o ensino/aprendizagem de Medicina Tradicional Chinesa (MTC) dos estudantes ocidentais e melhorar a sua prática clínica. Pretende ainda encontrar novas ideias para melhorar o processo de aprendizagem dos alunos da ESMTC, usando o conhecimento para transformar a realidade existente em direcção a melhores níveis de equilíbrio dinâmico. A base teórica utilizada foi a dos 24 esquemas dialécticos de Michael Basseches. Foram construídos instrumentos de avaliação para analisar a relação entre os 12 Esquemas de pensamento Dialéctico (DS) associados com a MTC e identificados nos estudantes dos 4º e 5º anos do curso de MTC.
Foi utilizada a análise estatística descritiva e a análise de correlação de Spearman, permitindo verificar uma significante relação entre as competências clínicas avaliadas pelos Chefes de Clínica e os DS presentes na MTC (r=0,36 p<0,05); competências clínicas agrupadas por áreas e os DS; questões de competência clínica e DS; notas de avaliação e DS.
Os resultados sugerem que a aquisição das estruturas do pensamento dialéctico permite mais sucesso na aprendizagem da MTC e na prática clínica e mostram um grande campo de exploração no ensino da MTC.
Abstract
The purpose of the present study is to contribute to a better teaching/learning of Traditional Chinese Medicine (TCM) to Western students and to improve their clinical practice. It aims at finding new ideas to enlighten the improvement process of the apprenticeship of TCM Lisbon School’s students, using knowledge to transform the existing reality towards better levels of dynamic equilibrium. The authors took as theoretical basis the 24 Dialectical Schemata developed by Michael Basseches. Evaluation instruments were built to analyse the relationship between twelve (12) Dialectical thinking Schemata (DS) associated with TCM, manifested by the ESMTC students of fourth/fifth years.
Descriptive statistical analysis and Spearman’s correlation analysis were used allowing
to verify a significant close relationship between: Clinical competence assessed by Clinical Supervisors and DS present in TCM (r=0,36 p<0,05); Clinical competence grouped by areas and DS; Clinical competence questions and DS; Discipline marks and DS.
The results suggest that the acquisition of dialectical thinking structures allows people to be more successful in TCM’s learning and clinical practice and show a great field to be explored in TCM’s teaching.
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